DETAILED LESSON School QUEZON PANITIAN NATIONAL Grade Level 9

PLAN HIGH SCHOOL

Teacher AL- SAAD N. SARIF Learning Area Science

Teaching Date FEBRUARY 2025 Quarter 4th Quarter

I. Objectives
A. Content The learners demonstrate and understand of:
Standard  Projectile motion, impulse and momentum, and conservation of linear momentum
B. Performance The learners should be able to:
Standard  Propose ways to enhance sports related to projectile motion
C. Learning Most Essential Learning Competencies:
Competencies/  Describe the horizontal and vertical motion of a projectile;
objectives-Code S9FE-IVa-34
Specific Objectives:
At the end of the lesson the students are expected to:

a. Explain acceleration in horizontal motion

b. Understand the uniformly accelerated motion
c. Perform an activity to illustrate acceleration in horizontal dimension and,
d. Appreciate the concept of acceleration in horizontal motion in daily our life.
Values Integration Appreciate the importance of understanding acceleration in daily life.
II. Content/ Science 9. 4TH Quarter
Topic ACCELERATION IN HORIZONTAL DIMENSION

III. LEARNING RESOURCES:

A. References
1. Learner’s Materials pages 1. Science 9 book page 176
2. Curriculum Guide page 2. K-12 Basic Curriculum Guide page 48
B. Other Learning  PowerPoint
Resources  Visual Aid
 Laptop
 YouTube
IV. PROCEDURES TEACHERS ACTIVITY STUDENT’S ACTIVITY
Preliminary Activity Management of Learning
(3 minutes)

1. Prayer
To start our day, who wants to lead the prayer? Let’s bow our head and close our eyes and lets us pray. Amen!
2. Energizer
For our energizer, let us follow the steps. (The students will follow the steps)

3. Greetings Good morning, class! Good afternoon, sir! It’s nice to see you again.

You may take your seat.

4. Checking of Who is absent today, class? None, sir.

Attendance

Okay, very good.

5. Assignment Do we have an assignment, class? Then pass it forward, if we Yes, sir.

Collection don’t have an assignment, be ready for our next lesson for today.

6. Setting the Before we start our new lesson, I would like to introduce our
Classroom classroom rules. Everybody read!

(Students are reading the classroom rules)

A. Reviewing previous
lesson or presenting Now let’s check who has a sharp memory in this class. Let us
the new lesson have a brain refresher.
(ELICIT)
Let us do an activity called “REAL OR FA-KE”

Direction: Say REAL if the statement is correct and say FAKE if

the statement is incorrect.

Did you get it? Are you ready? Yes, sir.

Before that what was out topic last meeting? Our topic last meeting was all about the velocity.

1. REAL
1. Velocity is a vector quantity, meaning it has both speed and
direction.
2. REAL

2. Initial velocity is the velocity of an object at the very

beginning of its motion. 3. FA-KE

3. Initial velocity is always zero.

4. REAL

4. Acceleration is the rate of change of velocity over time.

5. REAL

5. An object can be moving at a constant velocity (no change in

speed or direction) and have zero acceleration
Yes, sir.
Alright based on your answers it seems that you all really
understand the past lesson. With that let us have an activity. Are
you ready, class?
B. Establishing a Before we proceed I have a GIF here, all you have to do is
purpose for the analyze what is happening or showing by the GIF. Are you ready, Yes, sir.
lesson/ instances of class?
the new lesson
(ENGAGE)
(5 minutes)

What can you observe in the GIF? Sir, a car moving foward

Okay, very good!

Sir, a car moving backward.

What about this GIF, What can you observe?

Okay, very good!

It is moving in horizontal way or path
Between these two pictures what can you observe about the
dimension of their movements?

Very good!
What do cars needs to move forward or backwards? Accelerate in order to move.
Very good. Acceleration is needed to move something that is at
 rest. Sir, I think we are talking about acceleration because it has a relation with our
topic for today.
Why we are talking about it? Do you have any idea?

Sir, based on our activity, I think our lesson for today is all about the
Base from your activity, do you have any idea what is our lesson acceleration in horizontal motion.
all about?

Good job! Our topic for today is all about acceleration in

horizontal motion. but, before we start here are our class
objectives, everybody please read our objectives.

At the end of the lesson, the students are expected to: (students will read the class objectives)
a. Explain acceleration in horizontal motion
b. Perform an activity to illustrate acceleration in
horizontal dimension and,
c. Appreciate the concept of acceleration in horizontal
motion in daily our life.
C. Discussing new
concepts and A. Pre-Activity
practicing new skills 1. Pre-discussion
#1
(EXPLORE) Are you excited to learn another lesson? Yes, sir.
(10 minutes)

Activity #2: “G-9 DEARS”

Direction: choose your desirable corner. Do the task assigned to
you.

2. Setting of Standard Class Rules!

 Be cooperative
There are rules we must observe while doing the activity. Kindly  Follow the procedure
read it loud.  Avoid unwanted noise
 Finish task on time
 (RUBRIC/ CRITERIA WILL SEE IN THE LAST PAGE)

3. Presentation of Rubric

4. Groupings

You will divide into two groups. The group 1 will be the
“MOTION MAVERICKS” and group 2 will be the
“VELOCITY VIPERS”

B. Activity Proper

GROUP 1: MOTION MAVERICKS

Direction: Do the task and answer the following question.

Trial 1: One student pushes the car gently to start it rolling, then
releases it. The other student measures the distance it travels for
3 second. Record the data in a time vs. distance table. table.
Trial 2: Repeat, but push the car a little harder to give it a greater
initial speed.
Trial 3: Repeat again but give it an even harder push.

MATERIALS:
 A smooth, flat surface (tabletop or floor)
 A small toy car or ball
 A ruler or measuring tape

GUIDE QUESTIONS:
1. Based on your activity what do you think is acceleration?
2. Did the car travel the same distance each second?
3. did the distance increase or decrease over time?
4. What does this tell you about the car's speed?

GROUP 2: VELOCITY VIPERS

 Direction: Do the task and answer the following question.

Trial 1: One student pushes the car gently to start it rolling, then
releases it. The other student measures the distance it travels for
3 second. Record the data in a time vs. distance table.
Trial 2: Repeat, but push the car a little harder to give it a greater
initial speed.
Trial 3: Repeat again but give it an even harder push.

MATERIALS:
 A smooth, flat surface (tabletop or floor)
 A small toy car or ball
 A ruler or measuring tape

GUIDE QUESTIONS:
1. Based on your activity what do you think is acceleration?
2. Did the car travel the same distance each second?
3. did the distance increase or decrease over time?
4. What does this tell you about the car's speed?

D. Discussing new
concept and B. Post Activity
practicing new skill
#1 Group 1 present your output
(EXPLAIN)
(10 minutes) GROUP 1: MOTION MAVERICKS GROUP 1: MOTION MAVERICKS
Direction: Find the proper designation of each photos and answer the following
Direction: Do the task and answer the following question. questions.
Direction: Do the task and answer the following question.
Trial 1: One student pushes the car gently to start it rolling, then
releases it. The other student measures the distance it travels for Trial 1: One student pushes the car gently to start it rolling, then releases it. The
3 second. Record the data in a time vs. distance table. other student measures the distance it travels for 3 second. Record the data in a
Trial 2: Repeat, but push the car a little harder to give it a greater time vs. distance table.
initial speed. Trial 2: Repeat, but push the car a little harder to give it a greater initial speed.
Trial 3: Repeat again but give it an even harder push. Trial 3: Repeat again but give it an even harder push.

MATERIALS: MATERIALS:
 A smooth, flat surface (tabletop or floor)  A smooth, flat surface (tabletop or floor)
 A small toy car or ball  A small toy car or ball
 A ruler or measuring tape  A ruler or measuring tape

Expected Answers:
GUIDE QUESTIONS:
1. Based on your activity what do you think is acceleration? 1. Acceleration is the rate at which an object's velocity changes over time.
2. Did the car travel the same distance each second? 2. No, the car changes distance in each second
3. Did the distance increase or decrease over time? 3. The distance increases when the time increase
4. What does this tell you about the car's speed? 4. The car speed speed is depends on the applied force.

GROUP 2: VELOCITY VIPERS

GROUP 2: VELOCITY VIPERS Direction: Find the proper designation of each photos and answer the following
Direction: Do the task and answer the following question. questions.
Direction: Do the task and answer the following question.
Trial 1: One student pushes the car gently to start it rolling, then
releases it. The other student measures the distance it travels for Trial 1: One student pushes the car gently to start it rolling, then releases it. The
3 second. Record the data in a time vs. distance table. other student measures the distance it travels for 3 second. Record the data in a
Trial 2: Repeat, but push the car a little harder to give it a greater time vs. distance table.
initial speed. Trial 2: Repeat, but push the car a little harder to give it a greater initial speed.
Trial 3: Repeat again but give it an even harder push. Trial 3: Repeat again but give it an even harder push.

MATERIALS:
 A smooth, flat surface (tabletop or floor) MATERIALS:
 A small toy car or ball  A smooth, flat surface (tabletop or floor)
 A ruler or measuring tape  A small toy car or ball
 A ruler or measuring tape

GUIDE QUESTIONS:
1. Based on your activity what do you think is acceleration? Expected Answers:
2. Did the car travel the same distance each second? 1. Acceleration is the rate at which an object's velocity changes over time.
3. Did the distance increase or decrease over time? 2. No, the car changes distance in each second
4. What does this tell you about the car's speed? 3. The distance increases when the time increase
4. The car speed speed is depends on the applied force.

C. REPORTING BACK
Representative of each group will report their task.
 D. PROCESSING THE ACTIVITY

Checking and scoring students output

E. Developing mastery
(leads to Formative
Assessment)
(ELABORATE)
(7 minutes)

What can you observe in the picture?

A man running in horizontal motion?

What can you say about its speed? His speed is constant or not changing.

Very good! Or what we call uniformly accelerated motion. The

acceleration value remains the same throughout the motion.

ACCELERATION: HORIZONTAL DIMENSION

What can you see in the picture?

The plane moving in horizontal motion
 How will you describe the the speed of the plane preparing for The speed of the plane increase as it accelerate.
take off?

How about this picture, what can you see in the picture? A time vs. distance table, sir.

What can you observe about the time vs. distance table or graph? The distance increases as the time increase.

F. Making Now to sum up your lesson for today, Let’s have an activity again
generalization and called “PASS THE BALL”. I have here a paper ball and it has a
abstraction about the question. As the music stops the person who was holding the ball
lesson
will answer the question.
(3 minutes)sor (possible answer)

1. A change in an object’s motion is called acceleration. It occurs whenever the

QUESTIONS: object is acted upon by an unbalanced force.
1. What is acceleration?
Very good!
2. The motion is along a straight line, like an object moving forward or
backward on flat ground.
2. What is acceleration in horizontal dimension?
Very good! 3. a rolling ball in an inclined plane, a motorcycle overtaking.
3. Cite some example of uniformly accelerated motion in
horizontal dimension.
 Very good! 4. The acceleration value remains the same throughout the motion.
4. What is uniformly accelerated motion?
Very good!
(students will clap their hands)
It seems that you all really understand the lesson for today, with
that give yourselves a round of applause!
G. Finding practical
application of This time for you to relate our topic in your daily lives, I have a
concepts and daily quote, class for you to relate our topic in your life.
living.

“ Life, much like an object in uniformly accelerated motion,

often starts slowly, but with consistent effort and direction,
gathers momentum and speed, leading to significant progress
and achievement."

What do you infer with that phrase? Just like an object starting from rest in and then accelerated motion, we often
begin our endeavors with small steps and seemingly slow progress. It might be
a new skill, a challenging project, or a personal goal.

The key to uniformly accelerated motion is the constant force

applied, leading to consistent acceleration.

In life, this translates to consistent effort, dedication, and a clear

direction towards our goals. It's about showing up regularly, even
when the progress seems slow, and maintaining focus on what we
want to achieve.

What was the message from the phrase want to convey? It reminds us that even when things seem slow at the beginning, sustained
effort and a clear direction can lead to remarkable progress and achievements,
 just like an object in uniformly accelerated motion.

H. Evaluating learning To test if you really understand our lesson for today let’s have a
(EVALUATE) group activity again.
(3 minutes)
DIRECTION: With the same group, choose one representative in
each statement and do hand sideward if the statement is
acceleration in horizontal dimension, do cross hand is the
statement is not acceleration in horizontal dimension, and raise
your hands if the statement is uniformly accelerated in horizontal
dimension.

1. When a car starts from a stop or increases its speed while ANSWERS:
driving on a straight, level road.

1. ACCELERATION IN HORIZONTAL DIMENSION

2. A roller coaster car plunges down a steep hill.
2. NOT ACCELERATION IN HORIZONTAL DIMENSION

3. A hockey puck is hit and slides across the ice. 3. ACCELERATION IN HORIZONTAL DIMENSION

4. NOT ACCELERATION IN HORIZONTAL DIMENSION

4. Throwing a ball from cliff.
5. UNIFORMLY ACCELERATED IN HORIZONTAL DIMENSION

5. During the initial part of a plane's takeoff roll on a straight 6. UNIFORMLY ACCELERATED IN HORIZONTAL DIMENSION
runway, the engines provide a constant thrust.

6. A bicycle and roll down a long, straight, gentle slope without

pedaling or braking.
 TAKE HOME ACTIVITY: DEADLINE FEB. 18 2025.
Direction: In 1/2 cross wise sheet of paper list 5 situations for
(EXTEND)
acceleration in horizontal dimension and 5 for uniformly
(3minutes)
accelerated in horizontal dimension.

V. REMARKS
VI. REFLECTION

Prepared by: Checked by:

AL-SAAD N. SARIF MUHARAIYAH MAGDALUYO

PST Cooperating Teacher
 25% 2O% 15% 10%
Content Demonstrate Shows a good grasp of Demonstrate some Shows limited
through the topic, ideas are understanding of the understanding of the topic,
understanding of mostly clear. topic, but lacks depth unclear, or lacking in
topic, ideas are or clarity, and may substance.
original, well lack of originality.
content, and
effectively
communicated.
Cooperation All members Most of the group Some of the group No participation happen.
engage in group members participate in members participate
activity, group activities. in group activity.
collaborates
effectively.
Time bound Finished the Finished the activity on 1 minute late in 2 minutes late in finishing
activity before the time. finishing activity. activity.
allotted time.
Group Takes initiative May require some A few members only No group management
management organizing group guidance or support in are manageable . happen.
task delegating managing group mates.
responsibility
effectively.